Attitudes to Science: Survey of 14-16 Year Olds...INTRODUCTION 3 Background Since 2000, the...

Report for Department for Business, Innovation & Skills:

Attitudes to Science:

Survey of 14-16 Year Olds

INTRODUCTION &

METHODOLOGY

2

3 INTRODUCTION

Background

Since 2000, the Department for Business,

Innovation and Skills (BIS) and its

predecessor Departments have been

responsible for funding the Public

Attitudes to Science series of attitudinal

surveys.

The survey aims to provide information

about what the public thinks about

science, scientists and science policy

across the UK.

BIS was interested in also finding out the

views of those aged 14-16, who are

currently undertaking their GCSEs – a

„junior‟ version of the attitudes to

science study. Therefore they

commissioned a piece of research with

OpinionPanel using The Learner Panel.

This report covers the following topics:

• General attitudes to science: „the

sciences‟, „scientists‟ and agreement

with attitudinal statements.

• Science in schools: favourite subject

at school, plans after GCSEs, career

plans, science and engineering clubs,

and science visitors.

• Science outside of schools: where

learners have read or heard about

science, places/events they have

visited/took part in.

The Learner Panel

The Learner Panel is an online research

platform, which is managed by the the

Young People‟s Learning Agency (YPLA),

co-funded with the Skills Funding Agency

and Department for Business, Innovation

and Skills (BIS) and operated by

OpinionPanel.

The Learner Panel provides access to

over 10,000 learners from across the

education sector for quantitative and

qualitative research. All panel members

are currently participating in some form

of education, learning or training, are

aged 14 and over and are enrolled at

schools, colleges and other training

providers across England.

OpinionPanel is the independent research

business set up to represent the views of

students and young people to social and

market researchers, policy makers and

recruiters. Founded in 2004, we own and

manage the UK's largest specialist panel

of students before, during and after their

time at university: The Future Panel, The

Student Panel, The Graduate Panel and,

privately The Learner Panel for the YLPA.

With over 120,000 members in total,

OpinionPanel offers the largest panels of

this kind in the UK, providing clients with

genuinely valid and representative

samples. We are a Market Research

Society (MRS) Company Partner and all

our research is anonymous, confidential

and in line with the MRS Code of Conduct.

Any questions....

OpinionPanel

Highbury Crescent Rooms

70 Ronalds Road

London N5 1XA

4 METHODOLOGY

Methodology

The research was conducted via an online questionnaire

Sample definition and size

The sample included 500 learners aged 14-16 currently undertaking their GCSEs.

Sample selected from The Learner Panel.

Questionnaire

The questionnaire included 15 questions (some with multiple parts), the full questionnaire can be seen in the appendix. There were

four open questions which have been coded and included in the results. The questionnaire took an average of 8 minutes to complete.

Incentives

All respondents received a £1 incentive in the form of a Bonusbond voucher.

Schedule

The fieldwork took place between 10th January 2010 and 15th January 2010.

.

SUMMARY

5

6 SUMMARY

Learners think about „the sciences‟ in a

different way to how they think about

„scientists‟

When learners think about „the sciences‟

they tend to think about their school

environment, and in particular the

traditional sciences biology, chemistry and

physics. Although some think much more

widely to other more specialised areas

and the impact science has on day-to-day

life. However when they think about

„scientists‟ they tend to think about what

scientists look like, their personality,

positions they take and their importance

in society.

Generally learners have positive

attitudes about science, however there

could be some issues with accessibility

81% of learners are amazed by the

achievements of science, and generally

learners see the subject as relevant,

important and understandable. Learners

are both interested in science and

confident in their ability in this subject

area.

However females are not as positive about

science as males, and learners from lower

income backgrounds are not as positive as

those from higher income backgrounds. In

addition younger learners are more

positive than older learners. Therefore

there may still be some work to do in

making science more within reach to

these groups in particular.

Science is a popular lesson at school,

however this does not necessarily make

it an appealing career choice

16% of learners favourite subject is

science, which makes it the most popular

subject (followed by English - 12%, Art -

9% and Maths - 8%). The main appeal is

that they find it interesting – the way it

explains things, that it is relevant, logical

and factual. However once again it is

significantly more popular amongst males

than females.

Almost half of all learners plan to study

science after their GCSEs. In particular

those engaged in science through clubs

and school visits are significantly more

likely than those less engaged to consider

studying it. Therefore encouraging more

involvement in science at schools may

promote further interest.

Just 5% of learners plan to go into a

specifically science related career,

although 25% in total want to go into

careers that would demand a STEM

(Science, Technology, Engineering and

Maths) subject - eg, engineering, medical

careers and veterinary care. In particular

14 year olds are interested in going into a

science related career suggesting that it

may be worth ensuring they continue to

stay interested in science as they go

through school.

7 SUMMARY

Provision of extra curricular activities

linked to science could be improved

43% of learners either have no science or

engineering clubs at their school, or do

not know about them, and 28% of learners

have never had visitors to their school to

talk about science. At schools where there

are clubs, only 38% have ever been, and

the majority only once or twice.

Amongst learners whose favourite subject

is science, 57% have no science or

engineering clubs at their school or do not

know about them – and these learners are

most likely to be interested in going to

them, again suggesting there may be

under provision.

Learners are involved in science outside

of school, however links through schools

are still key

The most popular places where learners

have read or heard about science is on TV

news, in book and on other TV

programmes, Just 5% of learners have not

heard or read about science anywhere

outside of school.

The most popular event/venue linked to

science is a science related activity at a

school, community centre, or university

outside of regular classes. However both

this activity, and others specifically linked

to science tend to be visited with schools

showing the importance or ensuring

schools are getting involved.

Parents also play an important role in

engaging young people in science,

learners are most likely to visit a science

museum, science and discovery centre, or

planetarium with their family.

ATTITUDES TO SCIENCE

8

“The Sciences” 9

3%

3%

3%

5%

6%

7%

7%

10%

13%

81%

Advancement/Progress/The future/Better world/Helping mankind/Easierliving/Easier life

Experiment/Inquisitive/Understanding

Economic benefits/Jobs in the sciences

Health/Drugs/Cures for diseases/Hospitals/Doctors/Medicine/Hygiene

Space/Rockets/Astronomy

Ideas/Innovation/Invention/Discovery/Research/Analysis/Logic

Environment/Nature/Plants

Social sciences/Economics/Psychology/Sociology

School/Exams/Lessons/Teachers

Biology/Chemistry/Physics

Q1. When you think about “the sciences”, what comes into your mind?

Base: All learners (500)

Four-fifths of learner think biology/chemistry/physics when they think about “the sciences” showing the influence of

what they know about science through school. This is the most popular response by far, with

schools/exams/lessons/teachers the second most popular response. The following slide shows a selection of the

verbatim responses.

Learners who want to go on to

study science after GCSE level

are significantly more likely to

say this

Males are significantly more

likely than females to think

about this. Females are

significantly more likely to

think about

environment/nature/plants.


Q1. When you think about “the sciences”, what comes into your mind?


I think about Biology,

Chemistry and Physics as

they are the primary

sciences.

When you think about “the

sciences”, what comes into your

mind? The sciences automatically

makes me think Biology,

Chemistry and Physics. I am

currently studying all three at

GCSE level. I enjoy science a lot

and am very interested

especially in Chemistry

although I am better at Biology.

Technology, Human Life,

Space, Wonderment,

Cleverness, Biology,

Chemistry, Physics,

Forensic, Food, Sport,

Well paid, Doctoral.

Our planet, our bodies,

the environment around

us, how useful science is

to us as a skill and as a

lesson.

Key theories as made by

renowned scientists on issues

concerning the earth, E.g.

How was the earth made, and

looking further into space

and the solar system.

I love science. I love how it

can explain so many day-to-

day problems and answers.

Also I got very interested in

future science.

“Scientists” 11

Q2. When you think about 'scientists', what comes into your mind?


When learners were asked what comes to their mind when they think about “scientists” there is a larger range of

responses than when they are asked about “the sciences”. They are more likely to think beyond the

biology/chemistry/physics classification to a broader picture of what scientists look like, their positive role in society,

their personality, level of intellect and examples of famous scientists. They often appear to draw a picture in their

mind of a stereotypical scientist who is brainy and conducts experiments in a lab coat.

5%

5%

7%

8%

8%

12%

18%

18%

21%

30%

33%

Teacher/Professor

Men

Glasses

Biologists/Chemists/Physicians

Boffins/Nerds/Eccentric/Crazy/Boring/Mad/Mad professor/Mysterious

Darwin/Einstein/Newton/Stephen Hawking/Steve Jobs/Another…

Innovative/Innovators/Inventors/Pioneers/Visionaries/Solution finders

Academic/Research/Researchers

Experts/Skilled people/Educated/Highly…

Experiments/Laboratories/Microscopes/Test tubes

White coats/Lab coats

Females are significantly more

likely than males to think

about this.


Q2. When you think about 'scientists', what comes into your mind?


People in long white coats

and goggles holding test

tubes.

When you think about

'scientists', what comes into

your mind?

Intelligent but slightly eccentric

people. Some doing good things

e.g. finding cure for cancer.

People working in

laboratories testing new

chemicals. They work on

computers looking at

things like cells and DNA

and looking through

microscopes.

An intellectual genius

who has one of the

greatest imaginations in

human history.

People who really want to

learn the truth about

everything. Making

predictions, making

theories, seeing if they are

right or wrong. Doing

experiments, to see if they

can find out more from

them.

Someone who develops new

materials, objects, makes our

day to day life easier, can

impact our society, develops

it.

Attitude statements 13

Q15. What do you think about the following statements about science?


Generally learners are very positive about science, with the majority amazed by the achievements of science,

agreeing that everybody should take an interest in science, and believing that it is important to know about science

in daily life. The majority also believe that people should be able to understand science and technology, and do not

think that it is too specialised or difficult to be able to understand. This table shows the proportion saying they

strongly agree or tend to agree and the mean score (where strongly agree = 5 and strongly disagree = 1).

Net: Agree Mean

I am amazed by the achievements of science 81% 4.2

Science is such a big part of our lives that we should all take an interest 70% 3.8

It is important to know about science in my daily life 65% 3.7

Science and technology are too specialised for most people to understand it 27% 2.7

I don't think I‟m clever enough to understand science and technology 17% 2.2

I don't understand the point of all the science being done today 10% 1.8

I am amazed by the achievements of science 14

44% 37% 14% 3% 2%

Strongly agree Tend to agree Neither agree nor disagree Tend to disagree Strongly disagree Don't know

Q15d. What do you think about the following statements about science?: I am amazed by the achievements of science


The statement which learners are most likely to agree with is „I am amazed by the achievements of science‟, with

just 5% disagreeing with this statement. In particular males, and those whose favourite subject at school is science

are most likely to agree.

Gender Favourite subject at school

•Males are significantly more likely than females to

strongly agree.

•52% of males strongly agree compared to 41% of females.

•Learners whose favourite subject is science are

significantly more likely than those who prefer other

subjects to strongly agree.

•66% of learners who prefer science strongly agree

compared to 31% of learners who prefer history.

Science is such a big part of our lives that we should all take an interest

15

30% 40% 16% 9% 4%


Q15c. What do you think about the following statements about science?: Science is such a big part of our lives that we should all take an interest


Over two-thirds of learners agree that „science is such a big part of our lives that we should all take an interest‟. This

is particularly true among learners who are more engaged with science – those whose preferred subject at school is

science, and those who attend science or engineering clubs.

Attend science or engineering clubs Favourite subject at school

•Those who have attended a science or engineering club

are significantly more likely than those who haven‟t to

agree.

•76% of those who have attended a club agree, compared

to 64% of those who have not attended a club.



subjects to strongly agree.

•56% of learners who prefer science strongly agree

compared to 20% of learners who prefer history.

It is important to know about science in my daily life

16

18% 47% 22% 9% 2% 2%


Q15f. What do you think about the following statements about science?: It is important to know about science in my daily life Base: All learners (500)

Two-thirds of learners agree that „it is important to know about science in my daily life‟, however there is not as

strong agreement with this statement when compared to „science is such a big part of our lives that we should all

take an interest‟. However learners who plan to study science post GCSE and from higher income backgrounds are

significantly more likely to agree with this statement. On the previous slide a higher proportion agreed that

everybody should take an interest in science, perhaps indicating a difference between taking a general interest in

science and actually knowing taking a personal decision to learn more.

Plans after GCSEs Social economic grade

•Those who plan to study science after their GCSEs are

significantly more likely than those who don‟t to strongly

agree.

•28% of those who intend to study science strongly agree,

compared to 9% of those who do not intend to study

science.

•Learners from higher income backgrounds (ABC1) are

significantly more likely than those from lower income

backgrounds (C2DE) to agree.

•68% of learners from ABC1 backgrounds agree compared

to 58% of learners from C2DE backgrounds.

Science and technology are too specialised for most people to understand it

17

5% 23% 26% 33% 13% 1%


Q15e. What do you think about the following statements about science?: Science and technology are too specialised for most people to understand it Base: All learners (500)

46% of learners disagree that „science and technology are too specialised for most people to understand it‟ and a

further 26% neither agree nor disagree. However it is still important to note that a significant minority (28%) do

agree. Older learners (aged 16) are more likely to agree, which may suggest that their involvement with science is

perhaps at a higher level and so more in depth and specialised.

Plans after GCSEs Age

•Those who do not plan to study science after their GCSEs

are significantly more likely than those who do to agree.

•34% of those who do not intend to study science agree,

compared to 20% of those who do intend to study science.

•Those aged 16 are significantly more likely to agree than

those aged 14-15

•34% of learners aged 16 agree compared to 22% of

learners aged 14-15.

I don't think I‟m clever enough to understand science and technology

18

4% 13% 13% 31% 37% 1%


Q15b. What do you think about the following statements about science?: I don't think I‟m clever enough to understand science and technology Base: All learners (500)

Over two-thirds of learners disagree with the statement „I don‟t think I‟m clever enough to understand science and

technology‟. In particular males and those from higher income backgrounds are more likely to disagree. It is

somewhat concerning that learners from poorer backgrounds are less likely to consider themselves clever enough to

understand, as it could indicate some barriers to science for learners from these backgrounds. A higher proportion of

learners disagreed with this statement when compared to the previous statement, which indicates that they are

more likely to think they can understand science and technology, than to think the general population can.

Gender Social economic grade

•Males are significantly more likely than females to

disagree

•75% of males disagree, compared to 66% of females.

•Learners from lower income backgrounds (C2DE) are

significantly more likely than those from higher income

backgrounds (ABC1) to agree.

•24% of learners from C2DE backgrounds agree compared

to 15% of learners from ABC1 backgrounds.

I don't understand the point of all the science being done today

19

2% 9% 11% 25% 52% 2%


Q15a. What do you think about the following statements about science?: I don't understand the point of all the science being done today Base: All learners (500)

Three-quarters of learners disagree with the statement „I don‟t understand the point of all the science being done

today‟. Learners who prefer science at school and learners from higher income backgrounds are more likely to

disagree. Again, it is slightly concerning that learners from lower incomes are perhaps less engaged with science and

not seeing the benefits to the same extent.

Favourite subject at school Social economic grade



subjects to strongly disagree

•80% of learners who prefer science strongly disagree

compared to 40% of learners who prefer PE.

•Learners from higher income backgrounds (ABC1) are

significantly more likely than those from lower income

backgrounds (C2DE) to disagree.

•81% of learners from ABC1 backgrounds disagree

compared to 67% of learners from C2DE backgrounds.

Summary – Attitudes to science 20

•When thinking about „the sciences‟ the majority of learners think about the traditional sciences they study at

school – biology, chemistry and physics. Although some think much more widely to other more specialised areas and

the impact science has on day-to-day life.

•When thinking about „scientists‟ they are more likely to think outside of the school environment. In particular

many learners think about what scientists look like, their personality, positions they take and their importance in

society.

•Overall, learners are positive about science: 81% are „amazed by the achievements of science‟ and 70% agree that

„science is such a big part of our lives that we should all take an interest.‟

•Learners also want to be engaged in science and see it as accessible: just 11% agreed with the statement „I don‟t

understand the point of all of the science being done today‟ and just 17% agreed with the statement „I don‟t think

I‟m clever enough to understand science and technology.‟

•There are however some differences by demographics. Males and learners from higher income families are

generally more positive which could indicate some issues in terms of accessibility. Also older learners seem

somewhat less positive, perhaps because science becomes more challenging and therefore slightly less accessible.

Unsurprisingly those who currently enjoy science at school, attend science clubs and plan to do science in the

future are also more positive about science.

SCIENCE IN SCHOOLS

21

What are learners currently studying? 22

Triple science GCSE (physics, chemistry and

biology), 53%

Double award science GCSE, 25%

Single award science GCSE, 5%

None of these, 17%

Q9. Which, if any, of the following subjects are you studying now?


Out of the main sciences, the one that the majority of learners we surveyed are studying is triple science. Just one

person was doing an engineering diploma and so they do not appear in this chart. Those studying triple science are

significantly more likely than those studying other types of science to plan to go on to study science after their

GCSEs. The proportion selecting none of these may be over-represented here, this is higher than we would expect,

and therefore perhaps an indication that some did not understand the terminology and so selected this category.

1%

19%

2%

3%

3%

4%

4%

5%

6%

7%

8%

9%

12%

16%

Don't know

Other

Religious education (RE)

Geography

Design and technology

Information technology (ICT)

Music

Languages

Physical education (PE)

History

Maths

Art

English

Science (Biology, Chemistry or Physics)

Favourite subject 23

Q3a. Which, if any of these, is your favourite subject at school or college?


Science is the most popular subject at school, the preferred subject among 16% of learners. Learners do however like

a mix of subjects, with English, Art and Maths also popular. 23% of males chose science as their favourite subject

compared to 13% of females. Males are also more likely to prefer ICT, whereas a higher proportion of females than

males prefer Art.

Other popular subjects

included: business, dance,

drama, media, psychology and

sociology

Learners who prefer science

are most likely to: be male,

live in the North West, attend

engineering or science clubs

at school.

Male Female

23% 13%

10% 13%

3% 11%

9% 8%

7% 7%

4% 7%

5% 5%

10% 2%

5% 4%

0% 4%

4% 3%

2% 2%

18% 19%

0% 1%

Why science? 24

Q4. Why do you say science is your favourite subject at school or college?

Base: All who said that science is their favourite subject (79)

Amongst those who prefer science, the key reason is because they find the subject interesting – in many cases they

like that it explains how things work, is logical, factual and varied. In addition a third like the subject because it is

worthwhile, they see it makes a difference and has an impact on the world around them. A selection of verbatim

comments are shown on the following slide.

x

Subject is interesting 85%

Subject is worthwhile/important 32%

Am good at science/perform well 23%

Teacher(s) is very good 14%

Practicals/experiments bring it to life 14%

Liked the teacher(s) 10%

Exams are easy 5%

Subject is easy 3%

Other 10%

Among those who gave other

reasons, a few mentioned

that they wanted to study

science as it was relevant to

the career they intend to

pursue, or what they want to

study at university

Why science? 25

Q4. Why do you say science is your favourite subject at school or college?

Base: All who said that science is their favourite subject (79)

I am fascinated by

discovering the

intricacies of the way

things work, and

reducing them to their

fundamentals in order to

predict and quantify all

kinds of phenomena.

Why do you say science is your

favourite subject at school or

college? Because it is the subject(s) of

which I receive the best grade in.

And I also get along well with all

3 teachers that I have for it.

Because science helps you

to understand and explain

things that go on in the

world and because of

science people have saved

peoples’ lives and done

things no one would think

were possible

Its really interesting, and

it's changing all the time

as we make new

discoveries. And I love to

do the experiments!

I love how you can do

theory work with it or you

can do hands on work.

There is so much variety

that comes with science and

it feels important and

worth while. It is something

where you will almost

certainly find an area you

love and you can cover so

much that I find it really

interesting and as though I

am learning something

beneficial.

My teacher for physics really is the one

who's made me love science, he's not a

classic strict, boring teacher. He lets you

talk and chat, but also is really enthusiastic

about physics and science, he makes us

learn in a fun, non-textbook way.

1%

4%

3%

3%

4%

5%

5%

7%

8%

8%

10%

11%

12%

19%

None of these

Other

Music


Art

Geography

History





Languages

English

Maths

Least favourite subject 26

Q3b. Which, if any of these, is your least favourite subject at school or college?


Science is the least preferred subject among 8% of learners. The most disliked subject is maths – with a fifth selecting

this as their least favourite subject.

Learners who dislike Art and

RE are more likely to go on to

study science after their

GCSEs.

Learners who dislike maths

are less likely to go on to

study science after their

GCSEs.

Plan to study after GCSEs 27

Q10. Which of the following subjects, if any, do you intend to study after your GCSEs or equivalent?


The most popular subjects that learners want to study after their GCSEs are the more traditional subjects: The three

Sciences, English and Maths. In particular learners whose favourite subject at GSCE level is science or maths are more

likely to want to continue to study science. Also those who are more engaged with science – either through clubs or

science visitors at their schools are more likely to want to study science.

1%

3%

41%

6%

7%

7%

7%

8%

11%

11%

12%

12%

22%

24%

28%

39%

41%

49%

None of these

Don't know

Other


Music

Economics




Art

Geography

Sociology

History

Languages

Psychology

Maths

English


Learners who attend science and engineering

clubs at school are more likely to plan to

study science after their GCSE‟s. Also those

who have had visitors to their school to talk

about science or engineering are more likely

to.

Popular other responses included: business,

childcare, drama, government and politics,

health, law, media, philosophy, photography.

Future careers 28

Q11. What job area are you most interested in working in after you leave school/college?

Base: All learners (500); learners whose favourite subject is science (79)

Most respondents have at least some idea of the area, or areas they would most like to work in, just 5% don‟t know.

However, as the verbatims on the following slide show, a lot of learners are keeping their options open with a few

areas they are interested in. The most popular career area among all learners, and those whose favourite subject is

science is medical/health. Those who currently enjoy science are also more likely to want to go into science related

careers and veterinary careers. A selection of verbatim comments of those who are interested in science and areas

linked to science are shown on the following slide.

Area All Favourite subject =

Science

Medical/ Health 12% 29%

Teaching, education, training 8% 5%

Law/ Legal occupations 7% 6%

Entertainment/ Media 7% 0%

Business and financial 6% 1%

Science related 5% 14%

Arts, design 5% 0%

Engineering 4% 6%

Humanities and Languages 4% 3%

Public Sector 4% 1%

Performance Art 4% 1%

Social care and service 4% 3%

Journalism 4% 0%

Veterinary/ Animal Care 4% 9%

Other areas which more than

1% of learners are interested in

are: psychology, architecture

and hospitality.

Learners who are interest in

working in a science related career

are more likely to:

be younger (aged 14), and those

whose favourite subject currently

is science or maths.

Future careers 29

Q11. What job area are you most interested in working in after you leave school/college?


I am extremely

interested in becoming a

doctor. I really enjoy

science and am currently

about to do work

experience in a hospital.

What job area are you most

interested in working in after

you leave school/college?

Science, specifically physics/astronomy

oriented. Would also be interested in a

computing oriented job, as long as

science was involved. I would prefer to

work on a public project as opposed to

for a private company.

I am mostly interested in a

career in Engineering as it

incorporates the aspects

of studying that I enjoy:

Maths, Physics and

Chemistry. I am possibly

also considering a career

in teaching, based on one

of these subjects.

I would like to work with

animals, I would really

like to work with

primates. Maybe be a zoo

keeper.

Astronomy, as I would like to

become an astronaut, to work

in one of the space stations.

I would like to be a doctor,

and if I don't do as well at

A-level as I had hoped I will

either go into journalism or

become a nurse.

Working as a veterinarian or

equine nutritionist. Hopefully

something that combines

Science, Psychology and horses.

Either something or medicine or

engineering, but I never get the

opportunity to see what it is

like.

Science and engineering clubs 30

Yes, 57%

No, 24%

Don‟t know, 19%

Does your school or college have any science or engineering clubs?

Q5/Q6. Does your school or college have any science or engineering clubs? These might be at lunch time, or after school/How often, if at all, have you been to any of the science or engineering clubs at your school or college since September?

Base: All learners (500), All those whose school/college have a science or engineering club (286)

57% of learners have science or engineering clubs at school. This proportion is lower amongst learners whose

favourite subject is science (just 43%) which could suggest that there is under-provision. It may also be that those

who enjoy science are more aware that there is not a club because they have investigated it whereas some others

may assume there is one. A low proportion of learners frequently attend science or engineering clubs.

5%

12%

21%

60%

2%

I have beenevery time

I have beenmore than

once or twice,but not every

time

I have beenonce or twice,but no more

I have neverbeen

Don‟t know/can‟t remember

How often, if at all, have you been to any of the science or engineering clubs at your school or college since

September?

Science and engineering clubs 31

Q6. How often, if at all, have you been to any of the science or engineering clubs at your school or college since September?

Base: Learners whose favourite subject is science (34); learners whose favourite subject is not science (200)

65% of learners whose favourite subject is science have been to science or engineering clubs, compared to 37% of

learners whose favourite subject is not science, and 38% of all learners. Learners whose favourite subject is science

are significantly more likely to have been to the science and engineering clubs every time, and significantly less likely

to have never been at all.

21% 21% 24%

32%

3% 4%

13%

20%

61%

3%

I have been everytime

I have been morethan once or twice,but not every time

I have been once ortwice, but no more

I have never been Don‟t know/can‟t remember

Favourite subject = science Favourite subject is not science

Visitors to school 32

Q7. How, often, if at all, do visitors come into your school to talk to you about science or engineering that is happening in the real world?


On average, visitors go to schools to talk about science or engineering approximately once every year or two (or at

least this is how many times learners recall having visitors). However among half of all learners, visitors have only

been to their school once, or never.

7%

20% 20% 25%

28%

Regularly

(more than

once a term)

Fairly often

(about once

a year)

Not that

often (about

once every 2

to 3 years)

Not at all often

(once since

I‟ve been at

school) Never

Summary – Science in schools 33

• 16% of learners‟ favourite subject at school is science, making it the most popular subject. In particular, science is popular among

males, 23% of males say that science is their favourite subject.

• The main appeal of science is that it is interesting – they like how it explains why things are the way they are and also that it is relevant

to their life. Very few liked science because they find it easy, and indeed many actually like it because of the intellectual challenge that

it represents.

• 8% of learners least favourite subject at school is science, and the subject which the highest proportion of learners (19%) dislike is

maths. Learners tend to like/dislike certain types of subjects – so those who dislike science are more likely to like art and history.

• 49% of learners intend to study science after their GCSEs, making it the most popular choice. In particular, learners who are more

engaged in science at school are more likely to consider studying science subjects after their GCSEs. Also those who enjoy maths and

science currently, are unsurprisingly more likely to want to continue studying science.

• STEM (Science, Technology, Engineering and Maths) careers are popular choices, including medical/health care which is the most popular

choice (12% want to go into this area).

• Younger learners (aged 14) are significantly more likely than those aged 15-16 to be considering a science related career, therefore

demonstrating the importance of keeping them engaged as they progress through school.

•Generally, learners are not especially connected with extra-curricular activities linked to science. This could be partly a result of lack of

provision – 43% of learners either have no science or engineering clubs at their school, or do not know about them, and 28% of learners

have never had visitors to their school to talk about science. At schools where there are clubs, only 38% have ever been, and the

majority only once or twice. Those who are interested in science, and currently say it is their favourite subject are significantly more

likely to go to clubs frequently.

SCIENCE OUTSIDE OF

SCHOOL

34

Where people hear about science 35

Q8. Outside school, where, if anywhere, have you heard or read about science in the last month?


Learners were asked to select up to two places where they had read or heard about science outside of school. On

average they mentioned 1.7 places. The most popular place where they have heard about science is in TV news.

Those more engaged in science, either through clubs or visitors to school are generally more likely to have read or

heard about science in more places.

5%

4%

3%

4%

4%

5%

7%

8%

9%

10%

12%

14%

15%

23%

25%

35%

None of these

Don't know

Other

From scientists themselves

Science blogs

Radio

Films

Museums or Science and Discovery Centres

Parents

Magazines

Friends or family

Other internet websites (not science blogs)

Print newspapers

Other TV programmes (not the news)

Books

TV news

Males are significantly more likely than

females to have read or heard about science

on other internet sites (not blogs),

magazines, films and from scientists

themselves.

Those who attend science or engineering

clubs at school are significantly more likely

than those who don‟t to have read or heard

about science in magazines, and at museums

or science and discovery centres. Perhaps

because they have gone out of their way to

read about science in these places.

Visits to venues and events 36

Q13. Which, if any, of the things on this list have you visited or attended in the last 12 months?


On average learners have attended or visited 3.5 events or attractions from the list. The most popular are theme

parks and live concerts. The most popular of the science related activity/event is a science –related activity at a

school, community centre or university outside of class, which is still in the majority of cases linked to the school.

The following slide shows the key differences in attendance between different types of learners.

9%

1%

2%

4%

5%

8%

11%

11%

14%

24%

27%

28%

33%

35%

36%

53%

57%

None of these

Don‟t know

A science festival

A National Science and Engineering Week event

A public meeting or debate on a science-related subject

A planetarium

A science and Discovery Centre

A laboratory or similar scientific site

A lecture/Talk on a science-related subject outside school or college

Another type of museum (not science or art)

A science museum

A zoo

Science-related activity at school, comm centre or uni, outside reg classes

An art gallery

A sports event as a spectator

A live concert

A theme park

Visits to venues and events 37

Q13. Which, if any, of the things on this list have you visited or attended in the last 12 months?


Background Differences

Gender Females are significantly more likely than males to have been to an art gallery, a science or discovery

centre, an other type of museum, a live concert or the zoo.

Age Younger learners are significantly more likely than older learners to have visited an event during National

Science and Engineering week. Older learners on the other hand are more likely to have been to a live

concert or a lecture/talk on a science related subject outside of school.

Ethnicity On average, white learners have attended more events, and visited more places than non-white learners. In

particular they are significantly more likely to have been to an art gallery, an other type of museum or a live

concert.

SEG On average, learners from higher income background have attended more events, and visited more places

than learners from lower income backgrounds. In particular they are significantly more likely to have been

to a science and discovery centre, an art gallery or a live concert.

Favourite subject Learners whose favourite subject at school is science are more likely to have attended science related

events or been to science related venues.

Attendance of

clubs

Learners who have attended science or engineering clubs have on average visited more places, and attended

more events than those who have never been to a science or engineering club. In particular they are more

likely to have attended science related events and venues.

Venues/events – with family 38

64% 66%

56%

70%

64%

73%

61%

23% 19%

23% 24%

15%

22%

43% 44%

30% 34%

23%

31%

20% 17%

Science museum Science &Discovery centre

Art gallery Other museum Planetarium Zoo Sports event

Family Friend (not including on school trips) School

Q14. And on your last visit to this event, did you go with any of the following groups of people? Base: All those who have visited: science museum (133); science & discovery centre (53); art gallery (173); other museum (122); planetarium (39); zoo

(138); sports event (181)

This slide shows the venues/events which the majority of learners visited with their family. This generally covers

museums, galleries and day trips which have a education element of some sort. In the case of the science museum,

science and discovery centre, art gallery and planetarium at least 30% visited these places with schools. Learners

from lower income backgrounds were more likely to have gone to a science museum with school (67% compared to

57% with family).

Venues/events – with school 39

23% 18%

7% 11%

19% 22%

64% 63%

75%

A laboratory or similar scientific event A lecture/talk on a science-related subjectoutside school or college

Science-related activity at a school,community centre, or university, outisde

regular classes


Q14. And on your last visit to this event, did you go with any of the following groups of people? Base: All those who have visited: a lab or similar (56); a lecture/talk on science outside of school/college (72); a science related activity at a school,

community centre, or university, outside regular classes (163)

This slide shows the events/venues which the majority of learners attended with their school. These are all

educational science based events. Generally a low proportion of learners attend with family or friends. In the case of

a science related activity at a school, community centre or university 11% of those who plan to study science after

GSCSE level have been with their family, compared to 0% of those who do not plan to continue studying science which

could suggest they persuade their family to go or that their family encourage their interest in science.

Venues/events – with friends 40

24%

44%

86%

55%

2%

28%

Live concert Theme park


Q14. And on your last visit to this event, did you go with any of the following groups of people?

Base: All those who have visited: a live concert (264); a theme park (284)

This slide shows the venues/events which the majority of learners attend with their friends. In the case of the live

concert, the vast majority attend with friends, whereas in the case of theme parks there is a mix of learners going

with family, friends and school. In particular 90% of those aged 16 went to live concerts with friends, compared to

74% of those aged 14 and 87% of those aged 15.

Summary – Science outside of schools 41

•The most popular places that learners have read about science is on TV news, in books and on other TV

programmes. Just 5% have not heard or read about science in any of the places on the list, showing that learners

are engaged in science outside of school.

•The most popular events or venues amongst learners are theme parks and live concerts, both attended by more

than 50% of learners in the past 12 month.

•The most popular event or venue linked to science is a science related activity at a school, community centre, or

university outside of regular classes. This activity tends to be visited by learners along with their school. Other

popular activities linked to science include visiting the zoo or a science museum.

•Few learners have taken part in a public meeting or debate on a science related subject, a national science and

engineering week event or a science festival.

•There are however differences in attendance according to the background of the learner: by gender, age, ethnicity,

and social economic grade. Females, white learners, and those from higher income backgrounds are more likely to

have visited a number of venues/events. Also those more interested in science and more engaged in science are

more likely to have attended venues or events specifically related to science.

•Learners attend most events/venues with their family, and in particular the majority go to museums, galleries, and

other educational day trips with their family. This shows the importance of parental influence in getting learners

more engaged in science. They are however more likely to go to very specifically science related events with their

school (e.g. A laboratory or similar scientific event or a science related activity outside of regular classes). They are

most likely to visit a theme park or live concert with their friends.

APPENDIX

42

43 QUESTIONNAIRE

Intro screen:

Thank you for your help with this survey.

Please read each question carefully and

fill in the answer which applies to you.

We are interested in finding out what

young people think about a range of

educational and social issues.

For most questions you simply tick the

box next to the answer that describes you

best. If you don‟t know, tick the “don‟t

know” box. This is not a test; we are

interested in your honest answers and

opinions only.

Ask all

Q1. When you think about “the

sciences”, what comes into your mind?

Blank answer box (open-ended)

Coding (post fieldwork – do not script):

Advancement/Progress/The future/Better

world/Helping mankind/Easier

living/Easier life

Animal experiments

Archaeology

Biology/Chemistry/Physics

Boffins/Nerds/Eccentric/Crazy/Mad/Mad

professor/Mysterious

Bombs/War/Destruction of mankind

Boring/Dull

Laboratory/Labs

Bunsen burners

Test tubes/Chemicals

Chemical reaction

Communications/Phones

Computers/IT

Difficult/Difficult to understand

Disliked at school/Horrible teacher

Economic benefits/Jobs in the sciences

Engineering

Environment/Nature/Plants

Experiment/Inquisitive/Understanding

Fiction/Science fiction

Food/Food production

Genetics/DNA/GM food/GM crops

Health/Drugs/Cures for diseases

/Hospitals/Doctors/Medicine/Hygiene

Ideas/Innovation/Invention/Discovery/

Research/Analysis/Logic

Important/Necessary

Nanotechnology

New appliances/New technology

Preserving our heritage

School/Exams/Lessons/Teachers

Science festival/Science Museum/centre

Social sciences/Economics/Psychology

/Sociology

Space/Rockets/Astronomy

Test-tube babies/IVF

Understanding human behaviour/Society


Other – specify

Don‟t know

Nothing

(MP)

44 QUESTIONNAIRE

Ask all

Q2. When you think about “scientists”,

what comes into your mind?



Academic/Research/Researchers

Beards

Biologists/Chemists/Physicians

Boffins/Nerds/Eccentric/Crazy/Boring/

Mad/Mad professor/Mysterious

Darwin/Einstein/Newton/Stephen

Hawking/Steve Jobs/Another named

scientist

Doctors/Surgeons

Don't like/Not my type of person

Experiments/Laboratories/Microscopes/

Test tubes

Experts/Skilled people/Educated/Highly

educated/Brainy/Clever/Intelligent/

Smart

Glasses

Hardworking/Committed/Persistence/

Long hours/Dedicated

Innovative/Innovators/Inventors/Pioneers

/Visionaries/Solution finders

Men

My Dad/My father

My family

My Mum/My mother

Old

Teacher/Professor

Unemotional/Logical/Cool/Level-headed

Well paid/Good career prospects

White


Other – specify

Don‟t know

Nothing

(MP)

Ask all

Q3. Which, if any of these, is your

favourite subject at school or college?

And which is your least favourite?

Single response per column

Rows:

English


Geography

History


Languages

Maths


Art

Music



Other (please specify)

Don‟t know

None of these

Columns:

Favourite

Least favourite

45 QUESTIONNAIRE

Ask all answering code 8 (science) as

favourite at q3

Q4. Why do you say science is your

favourite subject at school or college?



Good textbooks

Exams are easy

Liked the teacher(s)

Practicals/experiments bring it to

life/like doing them

Subject is easy

Subject is interesting

Subject is worthwhile/important/can see

the point of it

Teacher(s) is very good

Am good at science/perform well

Other – specify

Don‟t know

(MP)

Ask all

Q5. Does your school or college have

any science or engineering clubs?

These might be at lunch time, or after

school.

Single response

Yes

No

Don‟t know

Ask if yes at Q5

Q6. How often, if at all, have you been

to any of the science or engineering

clubs at your school or college since

September?

Single response

I have been every time

I have been more than once or twice, but

not every time

I have been once or twice, but no more

I have never been

Don‟t know/can‟t remember

Ask all

Q7. How, often, if at all, do visitors

come into your school to talk to you

about science or engineering that is

happening in the real world? Visitors

include people such as STEM

ambassadors, or people who work in

industry or universities

Single response

Regularly (more than once a term)

Fairly often (about once a year)

Not that often (about once every 2 to 3

years)

Not at all often (once since I‟ve been at

the school)

Never

Ask all

Q8. Outside school, where, if

anywhere, have you heard or read

about science in the last month?

Multiple response, up to two codes

Books

From scientists themselves

Friends or family

Films

Magazines

Museums or Science and Discovery

Centres

Print newspapers

Radio

Science blogs

Other internet websites (not science

blogs)

TV news

Other TV programmes (not the news)

Other

Don‟t know

None of these

Parents

46 QUESTIONNAIRE

Ask all

Q9. Which, if any, of the following

subjects are you studying now?

Single response

Triple science GCSE (physics, chemistry

and biology)

Double award science GCSE

Single award science GCSE

Engineering Diploma

None of these

Ask all

Q10. Which of the following subjects, if

any, do you intend to study after your

GCSEs or equivalent?

Multiple response

English


Geography

History


Languages

Maths


Art

Music



Economics

Psychology

Sociology

Other (please specify)

Don‟t know

None of these

Ask all

Q11. What job area are you most

interested in working in after you leave

school/college?

Open question

Ask all

Q13. Which, if any, of the things on this

list have you visited or attended in the

last 12 months?

Multiple response. Code null for none of

these. Reverse codes

A science museum

A science and Discovery Centre

An art gallery

Another type of museum (not science or

art)

A National Science and Engineering Week

event

A science festival

A laboratory or similar scientific site

A live concert

A theme park

A planetarium

A zoo

A lecture/Talk on a science-related

subject outside school or college

A public meeting or debate on a science-

related subject

A science-related activity at a school,

community centre or university, outside

regular classes

A sports event as a spectator

Don‟t know

None of these

Ask for each answer at q12

Q14. And on your last visit to <insert

statement at Q13>, did you go with any

of the following groups of people?

Multiple response, Code null for none of

these

Family

Friends (not including on school trips)

School

Don‟t know

None of these

47 QUESTIONNAIRE

Ask all

Q15. What do you think about the

following statements about science? For

each of the statements, please could

you tell me the extent to which you

agree or disagree?

Single response, each statement on a new

page

Strongly agree

Tend to agree

Neither agree nor disagree

Tend to disagree

Strongly disagree

Don‟t know

I don‟t understand the point of all the

science being done today

I don‟t think I‟m clever enough to

understand science and technology

Science is such a big part of our lives that

we should all take an interest

I am amazed by the achievements of

science

Science and technology are too

specialised for most people to understand

it

It is important to know about science in

my daily life

Your name

Tel: 020 7288 8789

E-mail: [email protected]

OpinionPanel

Highbury Crescent Rooms

70 Ronalds Road

London N5 1XA

Tel: 020 7288 8789

Fax: 020 7288 8772

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